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What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Children were followed from age 3 through 3rd grade, and the resultsdoi:10.1037/0012-16188.8.131.528 pmid:15769197 fatcat:f4mno6cthbcqjlgfgvuqi2uzwe